Threats Across New Zealand

Overview

Lesson 5 of 10 in Resilient Coastal Life. Students compare challenges facing plant and animal life in Dunedin with challenges in other parts of Aotearoa New Zealand, considering how different environments influence impacts.

Learning intentions

• WALT compare threats to plant and animal life in Dunedin and elsewhere in Aotearoa New Zealand.
• WALT locate examples on a map.
• WALT explain why the same threat can have different impacts in different environments.
• WALT communicate evidence clearly and respectfully.

Success criteria

• I can locate examples on a map.
• I can compare two threats using evidence.
• I can explain why impacts differ between environments.
• I can suggest one possible response to a threat.

Curriculum links

• Living World – Ecology: investigate how living things interact with each other and their environment.
• Living World – Life processes: recognise that plants and animals respond to environmental changes and threats.
• Nature of Science – Participating and contributing: use scientific ideas to discuss environmental issues and possible actions.
• Nature of Science – Communicating in science: share explanations using maps, evidence and appropriate scientific vocabulary.
• Key competencies: thinking; using language, symbols and texts; managing self; participating and contributing; relating to others.

Lesson structure (45 minutes)

1. 0–5 min – Hook and prior knowledge Open with the hook and learning intention slides. Show a striking before-and-after coastal image and ask: “Would the same threat affect every place in Aotearoa in the same way?” Students think-pair-share, then locate Dunedin on the displayed map.

2. 5–10 min – Build shared understanding Use the New Zealand map and threat overview slides to revisit the meaning of threat, habitat, impact and environment. Introduce six possible case-study themes: coastal pollution, habitat loss, introduced pests, disease, changing climate and overharvesting. Clarify that a threat is a pressure or danger, while an impact is what happens as a result.

3. 10–13 min – Explain the investigation Organise 29 students into mixed-ability groups of four or five, with roles such as reader/listener, map finder, evidence finder, recorder and reporter. Distribute the two-column case-study comparison sheet and explain that each group will compare a Dunedin example with a case study from another region. Read the instructions aloud and model one comparison, such as pollution affecting a local estuary differently from a remote coastline.

4. 13–28 min – Case-study investigation Give each group one chunked, colour-coded case study in the worksheet, offering a choice where practical. Examples may include coastal pollution in Dunedin and Northland, habitat loss in Otago and the Waikato, pests affecting native birds on islands and the mainland, disease in kauri forests, changing climate in alpine and coastal environments, or overharvesting of marine species. Students locate both places on the worksheet map, identify the threat and record at least two similarities and two differences. Provide a large classroom map, teacher read-aloud, audio versions and image clues for students who need them.

5. 28–38 min – Compare and communicate Return to the comparison prompts and discussion slides. Groups prepare a one-minute report using the frame: “In Dunedin…, while in…, the threat is similar/different because…”. Prompt students to consider habitat type, weather, human activity, species present, geography and access to resources. Groups share reports while classmates listen for one common pattern and one important difference.

6. 38–45 min – Plenary and assessment Display the plenary question and exit reflection slide. Individually, students complete the final section of the comparison and reflection questions: “Why might one threat have a greater impact in one environment than another?” and “What could people do in response?” Invite two or three students to share. Collect sheets and briefly revisit the success criteria.

Resources

• the Threats Across New Zealand teaching deck
• the two-column case-study comparison sheet
• Large physical or projected map of Aotearoa New Zealand
• Six short, colour-coded case studies with headings and images
• Audio recordings or teacher-read versions of the case studies
• Pencils, coloured pencils and highlighters
• Group role cards
• Optional photographs of affected habitats, plants or animals

Assessment

• Observe group discussion and map work: can students locate places and use evidence to compare threats?
• Check worksheets for accurate identification of the threat, two similarities or differences, and an explanation linked to environmental conditions.
• Listen to reports for correct use of terms such as habitat, impact, environment, species and threat.

Differentiation

• Provide a large, clearly labelled map, colour-coded case studies, short sections with headings, images and a teacher read-aloud. Offer keyword audio and avoid requiring students to read aloud unexpectedly.
• Use a dyslexia-friendly worksheet: sans-serif font, generous spacing, two-column layout, short sentences and bold headings. Allow drawing, bullet points, speech-to-text or an oral response instead of extended writing.
• Support the student with Down syndrome through a predictable visual lesson sequence, one instruction at a time, a reduced writing load, paired reading, picture-supported vocabulary and a trusted cooperative role such as map finder or evidence matcher.
• Use mixed-ability groups, explicitly teach turn-taking, and provide sentence frames. Extension learners can identify patterns across several regions and suggest a coordinated national response.